For once, I’m hearing something sensible from politicians when it comes to education, writes columnist James Williams. Creativity is important. Sir Keir Starmer and shadow education secretary Bridget Phillipson are pledging to provide free breakfast clubs and a curriculum review if Labour is voted into government. I have no political affiliation as I’m not a member of any political party, but what I do know is that this is one of the more sensible policies I’ve heard when it comes to education.

In 1943 the American psychologist Abraham Maslow created what he called a hierarchy of needs. The theory is that children (indeed all people) cannot achieve their best if needs are not met. Try concentrating if you are too hungry or cold. Try doing your best work if your boss constantly criticises you or labels you as inadequate in front of your work colleagues.

Educators have strived to cultivate fertile ground for knowledge to blossom within the minds of children. However, the process of learning extends far beyond mere exposure to information. A child’s ability to absorb, retain and truly engage with academic concepts hinges on a crucial foundation: their fundamental needs being met. Maslow’s Hierarchy of Needs sheds light on this critical connection, highlighting how addressing a child’s basic physiological, safety, social, and esteem-driven needs paves the way for optimal learning and personal growth.

Maslow’s theory, often visualised as a pyramid, proposes a tiered system of human needs. The base level comprises physiological needs – the fundamental requirements for survival, such as food, water, shelter, and sleep. These needs are the most potent motivators, demanding immediate attention. Only once these essential needs are met can individuals begin to focus on the subsequent levels. This is where the free breakfast for children is so important. You can’t learn well if you are hungry.

The next level in the pyramid is safety. This encompasses a sense of security, stability and protection from physical and emotional harm. In the context of education, this translates to a classroom environment free from bullying, where children feel safe expressing themselves and taking intellectual risks. Even an adult will not dare to voice an opinion if they feel unsafe or open to ridicule.

The third tier addresses love and belonging needs. Children crave social connection, a sense of acceptance and the feeling of belonging to a supportive community. Positive relationships with teachers and peers, fostering collaboration, and celebrating individual contributions are vital in nurturing this need within the classroom.

Next, esteem comes into play. This encompasses the desire for a sense of competence, achievement, and recognition. Providing opportunities for children to experience success, both individually and collaboratively, builds their self-confidence and motivates them to strive further.

Finally, at the pinnacle of the pyramid lies self-actualisation. This represents the desire to reach one’s full potential, to become the best version of oneself. In the educational sphere, this translates to fostering a love of learning, where children are intrinsically motivated to explore, discover, and push the boundaries of their knowledge and abilities.

Maslow’s hierarchy emphasises a crucial yet often overlooked aspect of the learning process: a child cannot thrive academically when their fundamental needs are unmet. While Maslow’s hierarchy provides a valuable framework, it’s crucial to acknowledge the needs of each child are unique and require a multifaceted approach.

So is this a glimmer of light for education? Perhaps. In my view we have lost sight of what education is about. There are those who think education is about preparing children to be good and obedient workers contributing to the economy. My own view is that education should expose children to a world of possibilities. We should not simply be a factory for preparing children to fulfil a destiny of working for others.

When it comes to creativity, we must encourage this in our children. As a scientist you may think this is an odd stance to take, but even science needs creativity. When the structure of DNA was discovered by Crick and Watson it wasn’t through strict scientific method, but by creative thinking bringing together the work of a range of scientists. Rosalind Franklin probably would have discovered the structure using scientific methods, but Crick and Watson used her work creatively to build a model of DNA from basic scientific equipment, clamps, stands, and sheets of cut metal.

We ignore the creative arts in education at our peril. As a child I straddled the arts and sciences. At A level I wanted to do a mix of sciences and drama but was firmly told I had to choose – was I a scientist or an ‘actor’. I wanted to be both, but ended up as an academic.

Dr James Williams is a senior lecturer in education at the University of Sussex